Use this tool to understand how the research skills contained in the course outcomes, or other indicators, align with developmental stages of information literacy and critical thinking. See how PCC Librarians can help support the integration of research concepts and skills at levels appropriate to the course outcomes. This guide was prepared by the PCC librarians for Reading 90 (RD 90)

Research support framework

The following shows where Reading 90 fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Perceptual Shift / Skills Instruction
  • I can identify a topic
  • I can identify library services and know which ones can help me
Cognitive domains and information literacy outcomes: 
Information seeking
  • Identifying interests
  • Intellectual and career exploration

Library support of CCOGs

These are the course outcomes and other indicators which require library support.

Intended course outcomes related to information literacy: 
  • Read critically and think critically, distinguishing fact from opinion and determining the author’s purpose and bias.
  • Use reading for pleasure, learning, and intellectual stimulation.
  • Exhibit successful college student behaviors

 

Other indicators of required information literacy outcomes: 

A strong reader understands that critical reading and thinking are crucial:

  • inference
  • author's purpose
  • fairness
  • bias
  • fact / opinion

 

Course integrated research support

These are the ways that the librarians can support information literacy achievement for the students in this course.

Corresponding information literacy outcomes: 
  1. Identify sources which match personal interest but also which are from other viewpoints;  locate mediated sources with editorial stance about controversial issues
  2. Locate reliable sources for factual information
  3. Identify indicators of author’s purpose
  4. Use creativity and flexibility to find sources to gain an informed position on a topic
  5. Slow skimming down enough to consider search results carefully

 

Information literacy instructional objectives: 
  1. Use library databases which offer viewpoint essays, editorials, or that provide sources with particular editorial stances
  2. Use library electronic tools to locate reliable factual information
  3. Recognize internet hoaxes as well as overly biased, self-generated and crowd-sourced sources
  4. Revise search terms to get better results
  5. Decode result sets for relevance when search terms are not evident

 

Bridging competencies: 
  • Ability to articulate an issue of controversy
  • Identify synonyms and related concepts